How might implementation take place? How might is be carried out in stages?

On local, regional, national bases

Implementation is often initiated collaboratively. EPOSTL2 focuses on implementation of the European Portfolio for Student Teachers of Languages (EPOSTL) in teacher education in different European contexts. A strategy folder is available summarising a collaborative approach to implementation.

Here you will find a collaborative approach to implementing CONBAT+ (Content based teaching plurilingual/cultural awareness) in Belgium.

In the first video, David Newby presents products of EPOSTL2 (Piloting and implementing the European Portfolio for Student Teachers of Languages), which provide 12 case studies from different contexts as well as strategies for implementation. These can be found on the EPOSTL2 website.

Projects can be piloted by one institution as a first step towards implementation. A short report on a pilot study of CONBAT+ (Content based teaching plurilingual/cultural awareness) at Charles University, Prague, can be found here.

Some projects lend themselves to staged implementation, or to selection of parts of the resources for use, e.g. ELP (European Language Portfolio) is divided into sections which can be used holistically or through prioritisation to meet specific needs, e.g. ELP introductory video showing use of ELP in a school in Graz.

In the LACS2 networking meeting, the following suggestion was made for a staged implementation of CEF-ESTIM (Common European Framework of Reference for Languages - level estimation grid for teachers):
•Setting up of working group of language teacher educators.
•ITE and/or CPD sessions to introduce the tools.
•Collaborative development of sample language lessons by teachers.
•Classroom implementation with online forum support.
•Review and assessment with participating teachers and/or student teachers.
•Compilation of an online database of CEFR benchmarked sample lessons and supporting material.
See the project flyer, which can be used to publicise the project to teachers and others.

In the LACS2 networking meeting, the following suggestion was made for a staged implementation of DOTS (Developing Online Teaching Skills) in the Baltic area:
Stage 1: introducing DOTS, analysing it
Stage 2: looking for examples in the country
Stage 3: adapt the materials to teachers´ needs to practice in the classroom
Stage 4: sharing the experiences among students.
See the project flyer, which can be used to publicise the project to teachers and others.

Examples of how EPOSTL (European Portfolio for Student Teachers of Languages) has been implemented in a range of contexts can be found in the publication which can be downloaded here.

A case study of implementation of EPOSTL (European Portfolio for Student Teachers of Languages) in Romania can be found in this powerpoint presentation.

In this link you will see an interview with David Little which addresses some of the challenges in embedding use of the ELP (European Language Portfolio) in schools.

In Canada, EPOSTL (European Portfolio for Student Teachers of Languages) has been implemented through a range of stages:
Stage 1: Self-assessment of basic proficiencies (L/R/SP/SI/W) using CEFR levels.
Stage 2: Self-assessment according to some of 193 teaching-specific descriptors.
Stage 3: Ongoing monitoring of Action Plan (incl. goal-setting/recording) progress.
See the home page of EPOSTL.